ReturnTurning Sustainable Development Goals into Real-World Impact: Instructional Strategies for Action
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Colorado Convention Center, 603
Participate and share: Interactive session 
Trips and Tours
Recorded SessionPresenters
Session description
Purpose & objective
Familiarize Participants with SDGs: Ensure that participants have a clear understanding of the Sustainable Development Goals, their origins, and their global significance.
Highlight the Relevance of SDGs: Emphasize the relevance of SDGs to various sectors, including education, business, healthcare, and social justice, to showcase their universal applicability.
Promote Active Learning: Encourage participants to actively engage with SDGs by discussing and brainstorming how they can integrate them into their respective fields and contexts.
Share Practical Strategies: Provide actionable strategies and best practices for incorporating SDGs into curricula, projects, and initiatives, emphasizing real-world applications.
Explore Digital Tools: Introduce participants to digital tools and resources that can aid in teaching, tracking progress, and collaborating on SDG-related projects.
Cultivate a Global Perspective: Encourage participants to think globally and consider the interconnectedness of the SDGs, promoting a holistic approach to problem-solving.
Inspire Collaboration: Foster a collaborative spirit among participants, encouraging them to work together on SDG-related projects or initiatives.
Measure Impact: Discuss methods for measuring the impact of SDG integration, including metrics, assessment tools, and reporting mechanisms.
Create Action Plans: Facilitate the development of personalized action plans for participants, outlining how they will implement SDGs in their respective roles and organizations.
Promote Continued Learning: Provide resources and suggestions for ongoing learning and professional development related to SDGs.
These goals aim to ensure that participants leave the session with a solid understanding of SDGs, practical strategies for implementation, and a commitment to fostering positive change in their fields and communities.
Outline
I. Introduction
Welcome and session overview
Importance of Sustainable Development Goals (SDGs)
Relevance to various sectors (education, business, healthcare, etc.)
Connecting personal motivations to SDGs
II. Understanding Sustainable Development Goals (SDGs)
What are SDGs? Origin and global significance
Overview of the 17 SDGs and their interconnectedness
Case studies showcasing successful SDG initiatives
III. Making SDGs Relevant
Group discussion: Identifying SDG relevance in different fields
Sharing personal or organizational goals related to SDGs
Spotlight on real-world applications of SDGs
IV. Practical Strategies for Integration
Best practices for incorporating SDGs into curricula or projects
Collaborative brainstorming: Developing SDG-related initiatives
Digital tools and resources for SDG implementation
V. Break (Optional)
VI. Cultivating a Global Perspective
Interactive activity: Understanding the interconnectedness of SDGs
Discussion on the global impact of local actions
Exploring cross-cultural and cross-sector collaboration opportunities
VII. Measuring and Reporting Impact
Metrics and assessment tools for tracking SDG progress
Group exercise: Designing an impact measurement plan
Reporting mechanisms and accountability
VIII. Creating Action Plans
Personalized action plan development
Setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals
Peer feedback and support
Supporting research
Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and
school transformation. Corwin.
Sealey-Ruiz, Y. (2016). Why Black girls' literacies matter: New literacies for a new era. English
Education, 290–98.
Singleton, G. E., & Hays, C. (2008). Beginning courageous conversations about race. Everyday
antiracism: Getting real about race in school, 18–23.
Takacs, D. (2003). How does your positionality bias your epistemology? Retrieved from
http://www.nea.org/assets/img/PubThoughtAndAction/TAA_03_04.pdf
Tatum, B. D. (2000). The complexity of identity: “Who am I?” Readings for diversity and social justice, 2, 5–8.
Zion, S., & Blanchett, W. (2011). [Re]conceptualizing inclusion: Can critical race theory and
interest convergence be utilized to achieve inclusion and equity for African American
students? Teachers College Record, 113(10), 2186–205.
Session specifications
Visionary Planner
- Build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning.
Leader
- Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
- Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.